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1.
童红灯 《浙江教育学院学报》2005,(2):35-38
口头展示是常用的一种教学手段.它可以调动学生综合运用英语各种技能,其真实性、培养创新精神的作用和评估作用也比较明显.但在实际操作中,想要利用口头展示进行教学的英语教师需要解决几个实际的问题,否则口头展示的作用会受到较大的限制. 相似文献
2.
Whilst much research has been conducted on teacher feedback in various teaching and learning contexts, little is known about how teachers give feedback on student oral presentations to enhance students’ oral communicative skills in second-language (L2) education. Drawing on data from semi-structured interviews, this case study investigated the methods used by an experienced Chinese teacher of English as a Foreign Language to provide feedback on student oral presentation tasks. Data analysis revealed that the teacher gave oral comments mainly on pronunciation, content and logical thinking, and focused on PowerPoint design in his written commentary. The analysis also revealed that the teacher used the specific pattern of ‘praise-criticism-suggestion’ to comment on the students’ oral presentations. Relevant pedagogical implications for L2 teacher feedback practices and teacher-education programmes are discussed in the paper. 相似文献
3.
Success skills have been ranked as the most important core competency for new food science professionals to have by food science graduates and their employers. It is imperative that food science instructors promote active learning in food science courses through experiential learning activities to enhance student success skills such as oral and written communication, critical thinking, problem solving, and team work. The aim of this study was to incorporate “real‐world” experiential learning into a food product development course. Undergraduate students enrolled in a food product development course worked on a semester‐long product development case study developed by the Instructor of the course and the Manager from ACH Food Companies, Inc. The case study was presented to students in the form of a product development competition. Students were placed into groups and given the task to develop a cake mix with specified parameters. At the end of the semester, student groups participated in a case study competition to showcase their product concepts. Each student group gave a PowerPoint presentation and was evaluated using selected criteria. Students rated the course overall as being very good. Students perceived the case study to be beneficial and informative regarding employer (ACH's) expectations. Students recommended that the Instructor minimize restrictions/specifications for product concepts and increase the quantity of course/laboratory meetings per week. This approach will continue to be used and further evaluated as an approach to incorporate active learning and provide food science undergraduates with a sense of employer expectations. 相似文献
4.
Brian E. Clauser Melissa J. Margolis Stephen G. Clyman Linette P. Ross 《Journal of Educational Measurement》1997,34(2):141-161
Performance assessments are typically scored by having experts rate individual performances. The cost associated with using expert raters may represent a serious limitation in many large-scale testing programs. The use of raters may also introduce an additional source of error into the assessment. These limitations have motivated development of automated scoring systems for performance assessments. Preliminary research has shown these systems to have application across a variety of tasks ranging from simple mathematics to architectural problem solving. This study extends research on automated scoring by comparing alternative automated systems for scoring a computer simulation test of physicians'patient management skills; one system uses regression-derived weights for components of the performance, the other uses complex rules to map performances into score levels. The procedures are evaluated by comparing the resulting scores to expert ratings of the same performances. 相似文献
5.
The teaching of communication skills is a labour-intensive task because of the detailed feedback that should be given to learners during their prolonged practice. This study investigates to what extent our FILTWAM facial and vocal emotion recognition software can be used for improving a serious game (the Communication Advisor) that delivers a web-based training of communication skills. A test group of 25 participants played the game wherein they were requested to mimic specific facial and vocal emotions. Half of the assignments included direct feedback and the other half included no feedback. It was investigated whether feedback on the mimicked emotions would lead to better learning. The results suggest the facial performance growth was found to be positive, particularly significant in the feedback condition. The vocal performance growth was significant in both conditions. The results are a significant indication that the automated feedback from the software improves learners’ communication performances. 相似文献
6.
Logan Fiorella Jennifer J. Vogel-Walcutt Sae Schatz 《Educational technology research and development : ETR & D》2012,60(2):223-238
Effectively presenting complex material is a crucial component of instructional design within simulation-based training (SBT)
environments. One approach to facilitate the acquisition of higher-order knowledge is to embed instructional strategies within
the systems themselves. Currently, however, there are few established guidelines to inform developers how best to implement
such strategies. In response, this study aims to explore the presentation of one such strategy—feedback—during SBT of a complex
decision-making task. Specifically, this study extends past research on the modality principle of multimedia learning by comparing
the use of spoken- versus printed-text real-time feedback in an SBT environment. During two primarily visual training scenarios,
participants received spoken-text (Spoken Group), printed-text (Printed Group), or no feedback (Control Group) based on their
performance. Results indicated that the Spoken Group demonstrated greater decision-making performance during training and
assessment compared to the Printed Group. These findings are consistent with those of past research and suggest that the modality
principle can be extended to the presentation of real-time feedback during SBT of higher-order cognitive skills. 相似文献
7.
The present study focuses on the design and evaluation of an innovative instructional approach to developing oral presentation skills. The intervention builds on the observational learning theoretical perspective. This perspective is contrasted with the traditional training and practice approach. Two sequencing approaches – learners starting with observational learning versus learners starting with practice opportunities only – were compared. It was hypothesised that learners starting with observational learning would outperform learners in the practice only condition. The results suggest a significant differential impact on development of oral presentation skills. This impact of the observational learning training approach is only found in a limited number of evaluation criteria. Results additionally suggest that students are highly motivated to learn this type of skill. Interaction effects between student characteristics and instructional interventions were not significant. 相似文献
8.
Ram B. Basnet Tenzin Doleck David John Lemay Paul Bazelais 《Education and Information Technologies》2018,23(3):1145-1158
Teaching programming concepts to enhance students’ problem solving and computational thinking skills is a challenging task, especially when students enter college with little to no preparation, or they lack the interest or capacity for programming. Online platforms that serve as automated practice and assessment systems have been offered as potential tools for supporting programming skills development, providing feedback, and motivating students. The present article discusses the use of an online automated practice and assessment system called Kattis for homework assignments and final project in three computer science courses. The goal of the present study was to ascertain students’ continuance intentions to use Kattis. We attempt to address this by using partial least squares on data from a survey of 50 students. The findings of the present study suggest that continuance intentions to use Kattis is driven by students’ level of satisfaction with the system, the degree of students’ confirmation of expectations, and the perceived usefulness of the system. 相似文献
9.
Lawrence A. Leger Karligash Glass Paraskevi Katsiampa Shibo Liu Kavita Sirichand 《Assessment & Evaluation in Higher Education》2017,42(3):329-346
We evaluate feedback methods for oral presentations used in training non-quantitative research skills (literature review and various associated tasks). Training is provided through a credit-bearing module taught to MSc students of banking, economics and finance in the UK. Monitoring oral presentations and providing ‘best practice’ feedback is very resource-intensive. Do we withdraw oral presentations from the module, because best feedback practice is prohibitively expensive in a world of limited resources, or choose a second-best alternative? To what extent might the latter compromise intended learning outcomes? We used the same provision of video feedback for all students but used two verbal feedback regimes. For one regime, we decreased the amount of verbal feedback and increased the number of presentations. The impact was measured by academic outcome, rating scales and questionnaire. Overall satisfaction with the module was very high for both feedback regimes, and there were no statistically significant differences between regimes, suggesting that less resource-intensive methods need not compromise learning outcomes. 相似文献
10.
Patricia Clarke Daniel Schull Glen Coleman Rachael Pitt Catherine Manathunga 《Assessment & Evaluation in Higher Education》2013,38(3):273-287
Veterinary technology is an emerging profession within the veterinary and allied animal health fields in Australia and affords graduates the opportunity to contribute to the small but growing body of literature within this discipline. This study describes the introduction of a contextualised assessment task to develop students’ research capability, competence and confidence in professional writing, and to engage them with the academic publishing process. Students worked in self-selected dyads to author a scientific case report, of publishable standard, based on authentic cases from their clinical practicum. Intrinsic to the task, students attended a series of workshops that explored topics such as critiquing the literature, professional writing styles and oral presentation skills. Assessment was multi-staged with progressive feedback, including peer review, and culminated with students presenting their abstracts at a mock conference. Students reported the task to be an enjoyable and valuable learning experience which improved their competence and confidence in scientific writing; supported by a comparison of previously submitted work. Linking scientific writing skills to clinical practice experiences enhanced learning outcomes and may foster the professionalisation of students within this emerging discipline. 相似文献
11.
《教育实用测度》2013,26(3):281-299
The growing use of computers for test delivery, along with increased interest in performance assessments, has motivated test developers to develop automated systems for scoring complex constructed-response assessment formats. In this article, we add to the available information describing the performance of such automated scoring systems by reporting on generalizability analyses of expert ratings and computer-produced scores for a computer-delivered performance assessment of physicians' patient management skills. Two different automated scoring systems were examined. These automated systems produced scores that were approximately as generalizable as those produced by expert raters. Additional analyses also suggested that the traits assessed by the expert raters and the automated scoring systems were highly related (i.e., true correlations between test forms, across scoring methods, were approximately 1.0). In the appendix, we discuss methods for estimating this correlation, using ratings and scores produced by an automated system from a single test form. 相似文献
12.
Stefanie Sinclair 《Open Learning》2016,31(2):163-175
AbstractThis case study critically evaluates benefits and challenges of a form of assessment included in a final year undergraduate Religious Studies Open University module, which combines a written essay task with a digital audio recording of a short oral presentation. Based on the analysis of student and tutor feedback and sample assignments, this study critically examines how teaching and learning practices linked to this novel form of assessment have been iteratively developed in light of the project findings over a period of two years. It concludes that while this form of assessment poses a number of challenges, it can create valuable opportunities for the development of transferable twenty-first-century graduate employability skills as well as deep, effective learning experiences, particularly – though not exclusively – in distance learning settings. 相似文献
13.
Peer review of forensic casework is essential for ensuring quality and reducing error rates. However, it is not a common component of forensic science degree courses, and there are no published studies, guidelines or methods for teaching and learning forensic peer review. This study describes a method of learning, teaching and assessing forensic peer review through the use of group work to prepare checklists for reviewing casefiles and expert witness reports, followed by individual peer feedback. Example checklists and assessment criteria are provided. The peer feedback comments on expert reports were categorised revealing that suggestions are the most frequent type of feedback provided, followed by questions. Through a questionnaire, participants strongly agreed that the learning and teaching process described here was relevant to their future professional practice, and that through the use of checklists they understood the criteria for effective forensic peer review. It emerged from a semistructured interview that limited time led some students to surface review expert reports, that peers were seen as legitimate sources of knowledge, and additional feedback from lecturers was required. This study may be relevant to other areas where professional peer review is used, such as open source software development, nursing and community pharmacy. 相似文献
14.
Julia Diederen Harry Gruppen Rob Hartog Alphons G. J. Voragen 《Journal of Science Education and Technology》2006,15(3-4):227-246
Laboratory classes are regarded as an important learning activity, but they also have shortcomings: laboratory classes are often an inefficient learning activity for students and often do not sufficiently support students in developing research specific cognitive skills. It is hypothesized that some of such skills can be achieved more effectively with digital assignments than with laboratory classes. Therefore, three digital assignments have been designed, developed and evaluated. The assignments have three goals: (1) providing a situation in which students can practice research specific cognitive skills and (2) offering a research method which students can also use in a real laboratory situation and (3) providing the possibility to come across a number of common pitfalls. The assignments are described in detail. Results of a first evaluation of the use of the assignments indicate that the students consider the assignments challenging and valuable. The examination results demonstrate that students are quite capable of making a research design. Although students indicate to have learned a useful research method, students do not apply the method in the laboratory classes. 相似文献
15.
Reading-disabled children seem to have considerable difficulties in acquiring phonological recoding skills, which are considered to be very important in becoming a proficient reader. It is hypothesized that speech feedback may support the development of phonological recoding skills. The aim of the present study is to investigate the use of speech feedback during independent word reading and its effects on the remediation of reading skill. Three different conditions for independent practice were employed. For 17 subjects high-quality digitized speech was available on call. When speech feedback was requested either whole-word sound was provided (n = 8) or segmented-word sound was presented (n = 9). A control group (n=14) did not receive speech feedback at all. In a posttest both practised and nonpractised words were presented. Both help call behaviour during practice and changes in reading rate and accuracy from pretest to posttest were analyzed. It was found that speech feedback requests were not dependent on word difficulty. More calls for whole-word sound were made than for segmented-word sound, while latency times for whole-word sound requests were shorter than for segmented-word sound requests. Both forms of speech feedback were equally effective in reading practice words which were initially read incorrectly. However, there was a tendency for the learning effect on nonpractised initially hard-to-read words to be largest when segmented-word sound had been available. It is concluded that, whenever the goal of reading instruction is to memorize particular words, whole-word sound as well as segmented-word sound can be used. However, when more productive skills are aimed at, the most promising way of giving support is to present segmented-word sound, although only a nonsignificant tendency for transfer was found in the present study. 相似文献
16.
Feedback is an important practice in promoting learning. This study examines teachers’ oral feedback practices, with an analysis grounded in students’ perceptions of what helps them learn. Based on 38 hours of lesson observations, interviews with 10 teachers and 84 students, we identify how teachers conceptualise and practice oral feedback. Based on student interviews, three main types of oral interaction were found to constitute feedback: discrepancy, success criteria comments and open questions. Current practices appear to address the feedback dimensions of ‘How am I going?’ and ‘Where to next?’, but seem to be lacking with respect to addressing the question related to ‘Where am I going?’ Feedback is infrequently used by science teachers compared with other types of oral interaction and the feedback types most frequently reported by students to help learning were used least often. Teachers used oral feedback types differently in whole class and small group situations. We use findings to elaborate an ideal-typical model of feedback practices, with divergent practices involving more frequent use of oral feedback, focusing on learning rather than task. The study concludes with implications for practice in teaching and teacher education.
相似文献17.
The term ‘hypervideo’ has different interpretations in the scientific literature. The aim of this contribution is to define hypervideo as it is and can be (more optimally) used for teaching and learning purposes. Videos can promote learning by recreating real experiences and dynamic processes, although they do not necessarily enable students to interact with contents and to self-regulate their learning. Hypervideos technically overcome these limitations and add further benefits. However, even though some literature on the topic exists, the concept of hypervideo is not well represented in the scientific community and lends itself to different interpretations. Results show that hypervideo is defined as a dynamic artefact, it should allow navigation control and include additional material; it could also integrate individual or collaborative annotation and automated or manual feedback. So far, most studies have been conducted in artificial settings involving tertiary-level students. Finally, its use is beneficial for students’ learning. 相似文献
18.
Developing oral presentation competence is an essential objective in higher education. However, a comprehensive picture of effective learning environment characteristics for encouraging oral presentation performance is lacking hitherto. This review identifies and classifies relevant studies with the aim of deducing a set of design principles with underlying conceptual and empirical argumentations for developing this competence. Fifty-two publications from the last 20 years were selected through a systematic search in four scientific databases. Subsequently, all studies were categorized with respect to student characteristics, learning environment characteristics, learning processes and outcomes. The synthesis of these studies resulted in the formulation of seven design principles, addressing the instruction, learning and assessment sides of the learning environment. These design principles include the following learning environment characteristics: learning objectives, learning task, behaviour modelling, opportunity to practice, intensity and timing of feedback, peer assessment and self-assessment. Finally, an agenda for future research is discussed. 相似文献
19.
20.
Laura A. Outhwaite Erin Early Christothea Herodotou Jo Van Herwegen 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(5):1292-1313
Educational applications (apps) are ubiquitous within children's learning environments and emerging evidence has demonstrated their efficacy. However, it remains unclear what the active ingredients (ie, mechanisms), or combination of ingredients, of successful maths apps are. The current study developed a new, open-access, three-step framework for assessing the educational value of maths apps, comprised of type of app, mathematical content and app design features. When applied to a selection of available maths apps previously evaluated with children in the first 3 years of school (the final sample included 23 apps), results showed that practice-based apps were the most common app type tested (n = 15). Basic number skills, such as number representation and relationships, were the most common area of mathematics targeted by apps (n = 21). A follow-up qualitative comparative analysis showed observed learning outcomes with maths apps were enhanced when apps combined the following: a scaffolded and personalised learning journey (programmatic levelling) and explanations of why answers were right or wrong (explanatory feedback), as well as praise, such as ‘Great job!’ (motivational feedback). This novel evidence stresses the significance of feedback and levelling design features that teaching practitioners and other stakeholders should consider when deciding which apps to use with young children. Directions for future research are discussed.
Practitioner notes
What is already known about this topic- Educational apps have been shown to support maths attainment in the first 3 years of school.
- Several existing frameworks have attempted to assess the educational value of some of these maths apps.
- Emerging experimental evidence also demonstrates the benefits of specific app design features, including feedback and levelling.
- Practice-based maths apps are the most common type of app previously evaluated with young children.
- These evaluated maths apps have mostly focused on basic number skills.
- The combination of explanatory and motivational feedback, with programmatic levelling (either dynamic or static), was a necessary condition for enhancing learning outcomes with maths apps.
- The inclusion of feedback and levelling in maths apps should be considered by app developers when designing apps, and by educational practitioners and parents when deciding which apps to use with their children.
- Further consideration is also needed for the development of educational apps that include a broad range of maths skills.